Unit: Evolution Topic: Introduction to Evolution Class: Grade 10, Biology Time Necessary: 1 class period (90 minutes)
Overview: In this class, students will be introduced to the concept of evolution.This lesson contributes or builds toward the goals of the unit as a whole by providing a foundation for the unit to build upon. They will begin to understand what evolution is before they are expected to explore its components.
Instructional Objectives:
Define evolution and explain what it is and isn't.
By the end of the 12th grade, students should know that
The basic idea of biological evolution is that the earth's present-day species developed from earlier, distinctly different species.
Evolution builds on what already exists, so the more variety there is, the more there can be in the future. But evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change, many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.
Activities & Assignments:
5 minutes: In journals, answer question of the day: What do you think evolution is? Give an example.
20 minutes: I will explain to the students the agenda for the day and explain that it is important because this lesson will provide a foundation for the unit to build upon. Next I will show the powerpoint titled What is Evolution? and discuss as a class what they think evolution is. On the board, list their ideas, whether they are correct or incorrect.
10 minutes: Ask class: Based on previous knowledge you have and/or your interpretation of evolution, do you think that this represents the process evolution in any way? Why or why not? I will then allow them a few minutes to jot ideas down in their journals, then I will ask for volunteers to explain what they think and again I will write these answers on the board. Next I will tell them that: Today we will figure out whether the evolution of dance is actually representative of evolution.
15 minutes: I will then lecture about evolution and define it for the class. I will write on the board while I am doing so. I will also show the overhead What Evolution is NOT
5 minutes: I will then go back to the Question of the Day and the questions about the Evolution of Dance and explain the answers using the definitions from the lecture and second video.
5 minutes: Lastly, I will go over their homework assignment which is to write a short essay (2-3 paragraphs) about the video Evolving Ideas: Isn't Evolution Just a Theory? They must label the top of their paper with their name and video segment the essay is related to. For this video, they will answer the questions: Is it correct to say the evolution is JUST a theory? Is gravity JUST a theory? Defend your answer.
I will be able to assess the student's understanding by classroom questions/discussion, observation, through reading their journals, and through their graded homework assignment.
Cautions:
There are no dangerous or hazardous components of the activities associated with the lesson.
In order to make this topic meaningful to students, I really tied to find things that would relate to their lives and to also keep the unit moving and interesting (hopefully never boring!). For example, I started the unit with a video called "The Evolution of Dance" which is very humorous. Of course it doesn't really deal with evolution, but I am using it for the students to analyze similarities and differences to real evolution. They will find that it is dealing with the change over time but it is dealing with an individual and not a population. So by being creative and finding something humorous, I am dealing with real definitions that they need to know and understand, and hopefully they will remember it better! I start with big ideas that arouse curiosity and interest, and then move on to the details that are necessary to understand the unit.
I also included many different methods to teach, using lectures, readings, video, and pictures. Not only will this tap into multiple intelligences, but it will also break up the long 90 minute period!
Topic: Introduction to Evolution
Class: Grade 10, Biology
Time Necessary: 1 class period (90 minutes)
Overview: In this class, students will be introduced to the concept of evolution.This lesson contributes or builds toward the goals of the unit as a whole by providing a foundation for the unit to build upon. They will begin to understand what evolution is before they are expected to explore its components.
Instructional Objectives:
Links to Standards or Benchmarks:
Link to Standards
"Unpacked" Standards
By the end of the 12th grade, students should know that
Activities & Assignments:
Materials Needed:
Resources for Lesson:
Assessing Student Understanding:
Cautions:
Sources:
Rationale: